Teaching the Movement 2014
- Sean F. Reardon, Elena Tej Grewal, Demetra Kalogrides and Erica Greenberg, “Brown fades: The end of court-ordered school desegregation and the resegregation of American schools,” Journal of Policy Analysis and Management 31 (2012): 876-904.
- For the purposes of this report, the “modern civil rights movement” refers to the events and people active in the struggle for African-American equality from the mid-1950s until passage of major civil rights legislation in the 1960s and beyond.
- Terrie Epstein, Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities (New York: Routledge, 2009).
- Derrick P. Alridge, “The Limits of Master Narratives in History Textbooks: An Analysis of Representations of Martin Luther King Jr.,” Teachers College Record 108 (2006): 662-686.
- See, e.g., Deborah Menkart, Alana Murray, and Jenice L. View, eds., Putting the Movement Back Into Civil Rights Teaching: A Resource Guide for Classrooms and Communities, (N.p.: Teaching for Change, 2004).
- Michael Kammen, Mystic Chords of Memory: The Transformation of Tradition in American Culture (New York: Random House, 1993), 13.
- Linda M. McNeil, Contradictions of control: School structure and school knowledge. (New York: Routledge Press, 1986). Diana Hess, Controversy in the Classroom: The Democratic Power of Discussion (New York: Routledge, 2009).
- Epstein, Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities, 9.
- Trends toward greater use of standards-based high school exit exams and end-of-course exams are increasing the practical importance of state standards in classrooms across the country. Center on Education Policy, State High School Tests: Exit Exams and Other Assessments (Washington, D.C.: Center on Education Policy, 2010). http://www.cep-dc.org/index.cfm?DocumentTopicID=7.
- Diane Ravitch, “Who Prepares Our History Teachers? Who Should Prepare Our History Teachers?” The History Teacher 31 (1998).
- Our previous report has provided additional models for revising state standards. Teaching the Movement: The State Standards We Deserve. Southern Poverty Law Center, 2012. http://www.tolerance.org/state-standards
p.8 * The report examines the educational standards of all 50 states and the District of Columbia. We use “states” in reference to all 51 entities.
p.9 * Breadth and depth—and the process used to identify these—are discussed in “Our Approach” on p. 13 and shown in Table 2.